The article describes NUSTEP (Nebraska University Secondary Teacher Education Program), an integrated approach to learning and teaching which combines psychological principles, subject matter methodology, and basic principles of secondary education, and reports on its development and inclusion in business education. (AG)

This monograph suggests how colleges of teacher education that are attempting to develop and implement a performance-based teacher education (PBTE) program may avoid formulating one that is simply a new orthodoxy. Referring to the experience of the Department of Secondary Education at the University of Toledo as an example, the authors describe…

The teacher preparation program in secondary reading described in this paper identifies several components for which teachers in training may be held accountable. The components identified include: (1) the selection of material of appropriate interest, reading level, and instructional need in keeping with lesson prototypes; (2) knowing the scope…

Suggests things to look for in deciding if a performance based teacher education program is doing what it is designed to do. (RB)

This document describes the requirements for obtaining an undergraduate degree in education at Brooklyn College of the City University of New York, which offers a performance-based curriculum in teaching at four levels: a) early childhood, b) elementary, c) middle, and d) secondary. This performance-based program combines course content with…

This document outlines a performance-based undergraduate program for the education of teachers at Brooklyn College. Introductory material includes an overview, assumptions, goals, special features, and desired outcomes. Described are four course-level sequences of the program: early childhood, elementary, middle schools, and secondary. A 42-item…

This paper describes the Competency-Based University/School Rural Teacher Education program designed to produce teachers trained for rural situations and to provide experience in the process of university/school district/educational agency cooperative training activities. Data collected during 1972-73 regarding rural living and educational…

This paper presented an individualized, analytical and performance based secondary teacher education system. Each of the four phases was described according to a set of objectives, a contracted sequence of activities, and a discussion of the underlying rationale. Phase I, Observation, stressed the interaction of student teachers with their…

A competency-based methods course for preservice secondary mathematics teachers is described. Ten competencies, or skills, are identified as necessary for the successful teaching of mathematics. Each student either tests out of or works through a series of modules associated with each skill or competency. The objectives may be either knowledge,…

The effect of Performance Based Teacher Education (PBTE) training on types of objectives teachers set for their classes, the students' perception of self-progress and their perception of classroom environment were evaluated and compared. Fifty-six science teachers and one class of students taught by each teacher participated in this study. Four…

This document is a handbook designed to clarify the goals and procedures of the secondary education program at Southwest Minnesota State College. The program is described as competency based, field centered, personalized, and systematically designed. It is stated that secondary education has caused special problems in that the competencies must be…

Reports a study using the perceptions of secondary school science teachers to determine those competencies that all secondary school teachers should possess. (SL)

Identifies the competencies of effective speech communication/drama teachers through two written contacts with in-service teachers. Compares these results with the recommended competencies of the Speech Communication Association/American Theatre Association Joint Task Force. Explores the implications of these statements for competency-based…

Discusses the use of learning modules as part of a total effort in competency based teacher education programs, examines the major components of teacher education programs, and relates some personal considerations and concerns in the development and use of instructional modules in teacher programs. (RB)